Welcome to Week 9 of Spanish 3!

with Señora Melo

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Welcome to Week 9 of the course! Oct. 19-23, 2015

Hello and welcome to week 9 of the course! This week, we will begin working on a very relevant, real-world unit: technology (unit 5)!

This week, students will work on sections 5.1 (computers) and 5.2 (working online). Students should attend an RLC (Required Live Class) for unit 5 this week or next week.



*There is an extra credit World Language Culture Cafe session on
French: Les Chateaux offered on Wednesday, Oct. 21 from 4:15-5:15 p.m. Students should enter the session by going to the World Language Culture Cafe section on our course page and clicking the link there. They need to be sure to read about the assignment requirements before attending the session as they are required to take notes during the session and then complete an assignment to submit afterwards to earn the extra credit points (that count in the participation category). Points are not earned simply for attending.

I continue to be concerned about students and missing work, not just from this past week but from the past 8 weeks of the course. Please be sure to sit down with your child/student and log into the gradebook to check for missing assignments. The deadline for students to submit ALL missing work due for quarter 1 is THIS FRIDAY, Oct. 23 by 11:55 p.m. This deadline is only a week away!

The assignments for this week as well as for the entire semester can be found in the schedule of assignments here. The assignments for this week are:
    • Unidad 5 - La Tecnología

      **Unidad 5 - Required Live Class** - (during week 9 or week 10)

      • Lección 1
        • _____ Lección (con actividades integradas para practicar)
        • _____ Prueba de Vocabulario
        • _____ Escribir
      • Lección 2
        • _____ Lección (con actividades integradas para practicar)
        • _____ Prueba de Vocabulario
        • _____ Hablar



I expressed concern the last 2 weeks about final projects and students not paying close attention to requirements and losing a lot of points due to this. Unfortunately, I am still continuing to see this. Students are, on average, leaving out 5-6 required elements of these final projects. Please be sure to have a conversation with them about this as they do not seem to be reading my feedback on these projects. I hate to see them continue to lose points on something easily fixed. I am not able to award the amount of points students would hope to see if they are missing required elements of these projects. When the instructions say they must include ALL of the mentioned grammar and vocabulary topics and they do not do so, their grade is lowered because of this.

What can you do to help your student/s succeed?

  • NEW! If your child is struggling with time management and submitting their work in a timely fashion, please ask me to get them paired up with a Virtual Buddy from the Peer Tutoring Center. This is an NCVPS student trained in helping your child to get back on track with their work. Please contact me for more details!
  • Remind them to read the course announcements DAILY (called the Learning Block Forum). This is their lifeline to the course and contains critical information and instruction.
  • Make sure that you and they are familiar with the Spanish Dept. Guidelines. A link is posted to these in the announcements and they are available under "Start Here!" module/section.
  • Make sure that they have printed off the "Schedule of Assignments" under "Start Here!" module/section. You can also access it here. This document has every assignment on it and when it is due. The students should use this as a check-off list to keep track of what they have done and what they have left to do. It's critical that assignments are completed in the order listed on (or ahead of) time.
  • Make sure that they complete *ALL* assignments, to the best of their ability and on time. The Moodle Spanish courses are set up as "conditional" where *all* assignments are open/available, but can't be accessed until completing the previous activity/assignment (with certain scores being required for certain assignments). This means that students may work as quickly as they'd like, but they must complete the prior assignments before moving forward. Any assignments that are not completed will earn a zero. Again, this is why the "Schedule of Assignments" is so important. It keeps them on track, completing work, in order, and on (or ahead of) time.
  • Remind them to take their time to read through and learn the material and not to rush. There should always be a focus on quality. Students may redo any assignment that isn't a quiz, test/final project or auto-graded assignment (with one attempt).
  • Remind them to go ahead and mark their calendars to schedule when they will attend additional their "Required Live Classes". While students are required to attend a total of 6 (Getting Started, Unit 1, Unit 2/3, Unit 4/5, Unit 6/7 & Unit 8/Final). They are more than welcome and encouraged to attend more! These are live classes with me and/or other Spanish 2 teachers to go over the unit's major topics, assignments, present/discuss the material in detail, practice, ask/answer questions etc., just as you would in a regular classroom.
  • Encourage them to ask questions, seek help, and communicate with me as much as possible. Communication is critical in an online class. Blackboard IM is the quickest/best way to communicate with me when I'm online and texting is the quickest/best way to communicate with me when I'm not online. However, they can also send me Moodle messages, text me, email me, Tweet me, or call me.
  • Remind them that the use of external sources (such as online translators, native speakers, other students, etc.) is forbidden and considered cheating. Everything that the students need should be in the course and he/she should use the material from the course for his/her answers. If he/she wants to know how to say something, he/she should ask me. The only approved reference is www.wordreference.com and this can only be used for a vocabulary word in isolation, not translating word-for-word, verb conjugation or for sentence structure. Please make sure that you and they know all of the details of the academic honesty policy and the consequences of not following them, as stated in the Spanish Dept. Guidelines (link above).
  • Ask them how they are doing and have them show you their grades in the course. Moreover, ask them what they are learning and why they are learning it. If they can't answer these questions in detail, please let me know, as they may need extra help. Grades (and feedback) are always available under "Grades" in the left-hand sidebar. Specific feedback is provided for assignments, so make sure that they check over completed assignments to learn from any mistakes. If your student/s and/or you have questions/concerns on any of the grades/feedback, please let me know.
  • ELAs are responsible for checking and reporting grades to the students/parents on a bi-weekly basis after NCVPS grade reports have been sent to the schools.
  • Feel free to contact me via email (at erin.melo@ncpublicshools.gov) anytime and by phone/text (at 919.346.3889) before 9 p.m. It's easier for me to email as I teach at a face-to-face school. If you need to talk via phone, I still can... just have to find a good time (usually when my husband gets home) when someone can watch them. am available in the afternoons after 4 p.m.

Sra. Melo's Unit 5 Required Live Class

Friday, Oct. 30th, 8pm

This is an online event.

Students are required to attend a Unit 5 RLC (either with me or with another Spanish 3 teacher. Parents and ELAs are invited to attend.

Grading, Rubrics & Feedback

The course grade is comprised of 2 parts (Course work the Final Project/Exam). The final course grade is made up of: Course work = 75% and the Final Project/Exam Average=25%. Progress reports are completed and submitted to schools every week. Students in NCVPS Spanish courses are graded based on their Spanish-language proficiency. It's the school's/ELA/s responsibility to provide them to the students/parents. Please see the rubrics below for complete details. NCVPS only reports numerical grades, not alphabetical grades due to the variance among different schools/districts. All assignments receive specific feedback. It's critical for the students to check their grades/feedback daily and inquire with the teacher if they don't understand something or feel that there is an error. Assignments not attempted/completed receive a 0.

Grading Rubrics:

Below, are the grading rubrics that will be used to evaluate your performance/proficiency throughout the course. You should refer to these often, so that you know at what proficiency level you are performing and what you need to do to move to the next level. I have seen many students this past week not be able to move to the next level based on items I asked them to revise from their first attempt to the second attempt in looking at the rubrics. This could be something as simple as using cohesive devices in your speaking or writing. A list of cohesive devices was posted in this announcements for students to show up this week.


Proficiency Levels and Examples:

Often students have misconceptions on what they will learn/be able to do by the end of the course. For world language, please note that you will not be fluent after one or two levels. It takes time to develop and increase in proficiency.

  • Click here to see the overarching grid of proficiency levels and outcomes.
  • Click here to see samples of Novice level speakers
  • Click here to see samples of Novice level writers
  • Click here to see samples of Intermediate level speakers
  • Click here to see samples of Intermediate level writers
  • Click here to see samples of Advanced level speakers
  • Click here to see samples of Advanced level writers
  • (Click here to see samples of all levels of Listening)
  • (Click here to see samples of all levels of Reading)
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Students Who Need Help

Students are required to attend the Required Live Classes throughout the course (at least one per unit/module), which is a virtual classroom environment that allows for complete interaction with the teacher and other students. As such, questions are often answered in these sessions. However, if/when a student needs additional help, he/she should first ask me, the teacher. If I'm not available and it's a quick question, he/should should take advantage of the NCVPS Peer Tutoring Center's Quick Questions via Blackboard IM. If more serious content tutoring/remediation is needed, the student/s can request one-on-one tutoring with me and/or a peer tutor. If a student is weary, nervous, and/or conscientious about taking the class online, he/she can request a Virtual Buddy from the NCVPS Peer Tutoring Center for moral support, technical assistance, and more.

Click Here for the NCVPS Virtual Support Center!

The NCVPS Virtual Support Center is available for technical assistance (for which I cannot do/help). They can be reached via phone during business hours or any time via Help Desk ticket.

About Me

My name is Erin Melo and I have been teaching levels 1- AP Spanish Language and Culture for the past 14 years. I graduated with an undergraduate degree in both Spanish and Secondary Education from James Madison University in Harrisonburg, VA. I also received my Master's Degree in Secondary Education from that institution as well. I have studied abroad in Salamanca, Spain and traveled to both Mexico and Brasil as well. I have taught high-school Spanish in both northern Virginia as well as in Wake County, NC. I currently teach for 2 different different online schools in North Carolina as well.